new insights into business teachers book (835558), страница 21
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This includesuseful notes, expressions to use in a business meetingand instructions about timing. The actual task isdivided into steps. First, students should read the textcarefully. Ask them to take notes on the feelings andopinions expressed concerning the 35-hour week.53u n i t 13MarketingKey vocabularyThis section provides an explanation of marketing andexplains the four main aspects of the marketing process:'the four Ps'. Before reading the text in the Student'sBook (which is also on tape) ask students to comparedefinitions of 'marketing' from a learner's dictionary suchas the New Longman Dictionary of Business English:marketing activities intended to make and attract aprofitable demand for a product by means such asadvertising, sales promotion, pricing, etc.and from a specialist textbook such as Kotler's Principlesof Marketing (Prentice Hall):'a social and managerial process by which individualsand groups obtain what they need and want throughcreating and exchanging products and value withothers.'Now write 'P' four times on the board and ask studentsto come up with the four elements themselves.
Mostfull-time business students will have studied 'the four Ps'in a marketing class in their own language and will easilyguess how they translate into English. The photocopiableexercise on page 72 offers an opportunity to check thatstudents understand what 'the four Ps' are.Lead-in1 In the previous unit students looked at marriagemetaphors in business. This exercise considers militarymetaphors which are often used in texts aboutmarketing. Before listening to the cassette, brainstormwith students expressions used in business whichinclude military terms. These include ‘aggressiveadvertising', 'a sales campaign’, 'staff casualties' 'amarketing strategy’, 'strongarm tactics' etc. Encouragestudents to think of actual examples such as 'the colawar' (Pepsi/Coke), 'the sportswear war’ (Nike/Reebok)or 'the burger w af (McDonald's/Burger King).You may want students to read the text and try toguess items for the gaps before listening.
Studentsshould then listen to the tape as often as they need tofind the missing words and expressions.TAPESCRIPT:Marketing is the term given to all the different activitiesintended to make and attract a profitable demand for aproduct. This involves:• identifying consumer needs and wants in order todevelop the product.• setting the price.• deciding on the best place to sell the product.• deciding on how best to promote the product.These four factors are often referred to as 'The Four Ps'or the 'marketing mix'.54KEY:1 sales strategy2 Losses3 country4 main markets5678cannot competegive upmarketing plancontinue2 Make sure students understand the militaryexpressions in the box. Then, working in pairs, theyshould replace the words and expressions 1-8 from theprevious exercise with an appropriate militarymetaphor from the box.
Point out that although it maynot be necessary to reproduce this language in an oralcontext, it is essential to understand military metaphorin order to understand fully most texts aboutmarketing.KEY:1 campaign2 Casualties3 territory4 key strongholds5678are outgunnedsurrendersurprise attackrage on3 Students work in pairs to list ways of conductingmarket research.
This could be 'primary' data(information for a particular project) or 'secondary'data (collected for many purposes and often used as astarting-point). They will certainly know methods for'primary' data such as the interview in thestreet/shopping centre method. They may also think oftelephone surveys. Newspapers and magazines asksubscribers to fill in questionnaires about theirpublications and they usually offer a free copy orsimilar gift to the people who accept. Handing out freesamples and asking consumers to write back with theircomments or giving them a follow-up phone call, isalso popular for certain products. Sources for'secondary' data can include statistics, companyreports, articles in journals, official information, etc.ReadingThe text describes a marketing research project used toidentify buying habits. There are very few vocabularyissues (the Student Book notes UK/US differences suchas petrol/gasoline), but some of the following items mayalso need explaining:Vocabulary: hassle-free (introductory paragraph)anthropological (para 5) control orientated (para 6)Idiomatic expressions: a fragmented market(para 1) cutting edge research (para 2)the common thread (para 7) ahead of the game (para 8)1 The exercise focuses attention on marketingmethods and links with the previous exercise.Unit 13 Marketing ■KEY:Answers to this exercise will depend on the outcomesfrom Lead-in 3 above.
Reading the text, students willidentify the techniques used by Shell: they interviewed55,000 people in 45-minute interviews in shoppingcentres. They then had the results of these interviewsanalysed by expert psychologists and defined their marketin terms of customer segments. The marketing peoplethen 'moved in' with customers to observe them fully andget a better understanding of the market.2 This exercise is intended to confirm that studentshave understood the text fully.KEY:a 4b 5c ld 8efgh3 You will want to link this text to their earlier focuson 'the four P's'.
Ask students questions to identify 'thefour P's' and also to show how these are usuallyadapted to fit a particular context, for example'product' is often adapted to 'service'. Suitablequestions are: What product or service do Shell Oilwant to sell? What is their pricing policy? How doShell Oil get their product to the customer? How doShell Oil inform, persuade or influence their targetmarkets?KEY:dearinstructionssystemupgradesnewoperatingpracticessimpletransactionsmonitoringsystem1 This exercise checks that students understandvocabulary which is common in marketing contexts.KEY:2 d3 c4 a5 bPlacenearbylocationhassle-freefuelling andbuyingquicker andeasier servicecomfortsafetyquick accessPromotiona new brandinitiativenewadvertisingcampaign6782 This exercise focuses on compounds related tomarketing.KEY:2 cutting edge3 buying decisions4 focus group3726ProductPricegood quality competitivefuelpricefast pumpsquickpaymentVocabulary5 common thread6 measurement system3 Finally, students have an opportunity to use thevocabulary in another setting.KEY:2 profiles3 fragmented markets4 determine5 buying decisions6 audience7 monitorVocabulary development:compound adjectives 2These exercises continue the focus on compoundadjectives introduced in Unit 9.1 As a check on understanding, ask students howquickly they can find a compound adjective in thetext.
You may want to reverse tasks 1 and 2 by askingstudents how many combinations are possible usingwords from A with B.KEY:bcdeoverpriceddownmarketunderstaffedoutdatedfghioverworkedupdatedunderpaidoverdrawn2 You may have already completed this task. After thelists have been produced, encourage students to checkmeanings for any unfamiliar compounds in adictionary. You may want to use this opportunity totalk briefly about the notion of collocation - wordsthat can occur together - reminding students that thereare no rules and often no logical reason why somecombinations are possible and others are not.KEY:overstaffed, overpaid, underpriced.55■ Unit 13 MarketingDiscussionto tie the knot,These three questions are designed to getstudents thinking and talking about market research.Allow students some time to prepare their ideas foreach question in pairs and then open the discussionwith the class as a whole.2 KEY:1 The target profile for this advertisement is the'premium speeders' segment of the market.
Askstudents to justify their answer. You may want to askthem whether they think it is a good way to appeal tothat particular target and why.2 Students are asked to come up with some ideas forpossible advertisements for the other two segmentsidentified by the Shell marketing people. Encouragethem to think carefully about the customer profile andto consider the type of advertisement which wouldappeal to them.Language FocusComparisonStudents often make mistakes with comparisons andthey are often used in business contexts; it is thereforeworth focusing on.
You may want to start byreminding students that most one-syllable and a fewtwo-syllable adjectives form the comparison by adding(e)r and (e)st, and longer adjectives use moreAess and(the) mostAeast. There are several words and phrasesstudents can use to say things are similar or differentand by how much, including (not) as ... as ..., asmany/few as ... or as muchAittle as ..., (not) the same(as ...), like ...
There are also several words and phrases(called quantifiers) we can use in front of adjectiveswhich express degrees of difference. You may want torefer students to the examples in the Student's Bookand brainstorm others before students complete theexercise in class or for homework.
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